by Mitch Lorenz, Instructional Developer, Reinert Center Winter break approaches and, with it, comes the Reinert Center’s annual Winter Institute. This half-day institute is tailored to match the Reinert Center’s annual theme. This year’s theme is “Teaching, Learning, and Neurodiversity” and the Winter Institute will focus on applying Universal Design for Learning (UDL) to support… Continue reading Supporting Neurodiversity Using UDL: An Exercise in “Where Do I Begin?”
Author: Reinert Center
A New Resoruce for Using Generative AI to Support Neurodiverse Students
by Robert Cole, Program Director, Reinert Center Many of us are curious about generative AI but don’t really want students to use it to complete assignments for our classes. Just asking generative AI to write something to turn in undermines their learning and presents issues with the ethical use of technology. There are ways to… Continue reading A New Resoruce for Using Generative AI to Support Neurodiverse Students
Kindness at Thanksgiving
by Beth Petitjean, Ph.D., Digital Learning Specialist, Reinert Center Whew, a lot has been going on in the world and in SLU’s little corner of it this semester. It’s time for a breather and in a couple of days we’ll get one with the Thanksgiving holiday break. Thanksgiving was always my favorite holiday as a… Continue reading Kindness at Thanksgiving
What Happens after Tuesday?
by Eric Royer, Program Director, Reinert Center As we approach the end of a bitter presidential election cycle, it’s important to consider the myriad ways that these elections might impact our students. American politics are highly polarized. We’re less likely to live next to others that have ideological views different from our own. We’re more… Continue reading What Happens after Tuesday?
Preparing for Election-Related Discussions in the Classroom
by Christopher Grabau, Program Director, Reinert Center Political and global affairs often enter our learning spaces. While these discussions can be challenging to navigate, they offer a unique opportunity to engage with and develop critical reflection. As we anticipate potentially challenging but crucial conversations in the classroom, it's essential to approach these moments with intentionality… Continue reading Preparing for Election-Related Discussions in the Classroom
Preparing Graduate Student Instructors with Culturally Responsive Pedagogy
by Christopher Grabau, Program Director, Reinert Center Modeling culturally responsive techniques when advising graduate instructors may benefit not just the skill development of first-time graduate instructors but can also support the learning experience of their students. Culturally responsive pedagogy (CRP) is a student-centered approach to teaching that incorporates students’ customs, characteristics, experiences, and perspectives into… Continue reading Preparing Graduate Student Instructors with Culturally Responsive Pedagogy
Fall Disruptions: Instructional Continuity amid Changing Circumstances
by Beth Petitjean, Ph.D., Digital Learning Specialist, Reinert Center We’re a few weeks into the Fall semester. That time when everyone is in a groove, when they’ve found their footing with the course work and the schedule, and the exhaustion that comes with all that hasn’t set in yet. The bloom of motivation is still… Continue reading Fall Disruptions: Instructional Continuity amid Changing Circumstances
Another Academic Year Awaits
by Gina Merys, Director, Reinert Center It seems difficult to believe that the fall semester has begun. Wasn’t it just yesterday that we were entering the bliss that is the end of May, when the promise of summer’s change of pace spread out before us like a picnic blanket? Now our steps are already quickening… Continue reading Another Academic Year Awaits
Diverse Brains in the Classroom: An Introduction to Neurodiversity
by Nicole States, Instructional Developer *a note on language: There is an ongoing discussion about whether to use person-first or identity-first language when discussing mental health and cognitive conditions. I have chosen to use identity-first language as it represents my personal stance with my neurodivergence. Studies show mixed preferences, so when speaking with or about… Continue reading Diverse Brains in the Classroom: An Introduction to Neurodiversity
Suspect the use of AI? Talk with your student.
by Robert Cole, Program Director, Reinert Center In a recent workshop I was asked about how to have a conversation with a student suspected of using generative AI to complete an assignment without permission to do so. I’ve been thinking a lot about this lately as we all continue to move through this time of… Continue reading Suspect the use of AI? Talk with your student.
The Notebook 